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The Relationship between Nursing Students’ Intrinsic Motivation and Performance on the Licensure Examination: A Correlational Study

Unsuccessful attempts at licensure adversely affect students, pre-licensure nursing education programs, health care agencies, and ultimately patient safety. Therefore, it is important to understand predictors of licensure examination performance to improve the success for first-time testers attempting the licensure examination for registered nurses (NCLEX-RN®). To date, researchers have primarily investigated academic variables (e.g., nursing GPA, overall GPA, grades in select prerequisite courses, and standardized licensure preparatory examinations) for their predictability in performance on the NCLEX-RN®. This study included 127 baccalaureate-nursing students in the second semester of their senior year from two private universities in Texas. Utilizing a 7-point Likert-like questionnaire adapted for use with nursing students, participants responded to 12 questions related to reasons for learning as indicators of motivation type. The researcher compared participants’ motivation type and performance on the NCLEX-RN®. The relationship between students’ intrinsic motivation (IM) and performance on the licensure examination was tested using an independent samples t-test, revealing findings that were not statistically significant. Despite the absence of a statistically significant relationship between these variables, nurse educators are encouraged to develop and
implement autonomy-supportive strategies to foster IM in nursing students and engage in future research related to academic motivation and student performance.

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